Jeremy: A Case Study

Jeremy is a ten-year-old in a general education fourth grade class. He is diagnosed with retinopathy of prematurity and ADHD. Jeremy is blind without light perception. He has a teacher of the visually impaired (TVI), special education teacher, O&M specialist, and OTP who support his learning and development of ECC skills. His school does not have a community garden, but with support from a grant the fourth-grade classes were able to purchase a greenhouse to supplement their science curriculum.

Jeremy is working with three other students in his class to research and learn about different types of plants. His teacher provides each group with a printed list of plants to look up. Jeremy receives his list in braille (Compensatory Access). While he is working, the OTP arrives. She supports Jeremy’s use of a screen reader program while he is completing his assignment (Assistive Technology). She models social interaction skills during the portion of the activity that required working together with his group members.

Jeremy’s teacher tells the class that once they have completed the assigned research activity, students can come to the front of the room to look at seedlings she has brought in. Each student can then move to the potting station where he or she will fill a small pot with soil, plant a seed, and water. Jeremy is familiar with his classroom, but during the group work students moved desks into his regular path to the front of the room. He has to ask for help to navigate around the obstacle (O&M and Self Determination). Jeremy’s OTP helps him use the correct amount of force to feel the delicate seedling without damaging the plant. She also helps him differentiate between the texture of different parts of a plant and different types of leaves (Sensory Efficiency).

While planting his seed, Jeremy’s OTP helps him practice scooping and pouring dirt accurately into his pot (ILS), locating the seed and using feel to plant it (Sensory Efficiency), and fill a small pitcher and water the pot without spilling (ILS). She shows Jeremy a liquid level indicator, and they practice filling the pitcher until it beeps (Assistive Technology and ILS). Upon conclusion of the OTP’s time with Jeremy she speaks briefly with his teacher to communicate his progress and needs. Jeremy’s OTP also emails the TVI to collaborate and develop activities that will support Jeremy and follow along with the greenhouse project. Together they develop a matching game that requires Jeremy to find matching leaves, gardening tools, and supplies by feel (Recreation and Leisure). Blind folds are provided so other students can play the game with Jeremy (Social Interaction Skills).

Liquid Level Indicator

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